O papel da autoeficácia docente para práticas inclusivas e execução PEI

Abstract

Self-efficacy coexists with teachers pedagogical perspectives and practices, which are these educators' judgments and beliefs about themselves. In this context, self-efficacy remains a theme under construction. Therefore, the general objective of this study is to understand teacher self-efficacy in the context of inclusive practices and the implementation of the Individualized Educational Plan (IEP), specifically: (1) to characterize the profile of teachers; (2) to measure the levels of self-efficacy for inclusive practices among teachers; (3) to identify teachers' perceptions and practices regarding inclusive aspects and the use of the IEP; (4) to verify the need for continuing education programs. The methodology was characterized as an exploratory study with a mixed-methods approach, classified as a field study. The study involved 23 teachers from basic education schools in the state of Paraíba, with classroom experience with students with disabilities, pervasive developmental disorders, giftedness, high abilities, specific learning disorders, and learning difficulties. The data collection instruments were a sociodemographic questionnaire, a structured interview, and the Teacher Efficacy for Inclusive Practices Scale (TEIPS). For the analysis of quantitative results, JASP was used, and for the qualitative analysis, Bardin's content analysis and the IRAMUTEQ software were employed. The results suggest that high levels of self-efficacy enhance the understanding and development of inclusive practices and the use of the IEP. Therefore, this study provides a foundation for expanding psychopedagogical efforts in the continuing education of educators to promote increasingly inclusive schools.